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ACE > Chapter 2: Behavior-Change Principles > Flashcards

Chapter 2: Behavior-Change Principles Flashcards

1
Q

Factors Influencing Participation and Adherence: Personal Attributes

A
  • Demographics
  • Health Status
  • Physical Activity History
  • Psychological Traits
  • Knowledge, Attitudes, and Beliefs
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2
Q

Factors Influencing Participation and Adherence: Environmental Factors

A
  • Access to facilities
  • time
  • social support
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3
Q

Factors Influencing Participation and Adherence: Physical Activity Factors

A
  • Intensity
  • Injury
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4
Q

Effective Communication Strategies

A
  • Ask Open-Ended Questions
  • Affirming
  • Reflective Listening
  • Summarizing
  • Voice Quality
  • Eye Contact
  • Facial Expression
  • Hand Guestures
  • Body Position
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5
Q

Health Belief Model: Definition

A

people’s ideas and underlying emotions about illnesses, prevention, and treatments may influence health behaviors and decisions about changing (or not changing) health behaviors.

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6
Q

Health Belief Model: Perceived Susceptibility

A

people’s perceptions of how likely they are to develop the illness

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7
Q

Health Belief Model: Perceived Seriousness

A

People’s perceptions regarding the short and long term severity of the illness.

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8
Q

Stages of Change/Transtheoretical Model: Precontemplation

A

Individuals are physically inactive and not intending to begin an activity program.

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9
Q

Stages of Change/Transtheoretical Model: Contemplation

A

People are still inactive, but thinking about becoming more active in the near future.

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10
Q

Stages of Change/Transtheoretical Model: Preparation

A

Some engagement in physical activity, individuals are mentally and physical preparing to adopt an activity program. Sporadic and inconsistent.

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11
Q

Stages of Change/Transtheoretical Model: Action

A

People who are engaging in regular physical activity but have been doing so for less than 6 months

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12
Q

Stages of Change/Transtheoretical Model: Maintenance

A

marked by regular physical activity participation for longer than 6 months

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13
Q

Building Self Efficacy: past performance experience

A

GFI’s ask participants about previous experiences with exercise

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14
Q

Building Self Efficacy: Vicarious experience

A

the observation or knowledge of someone else who is successfully participating in a similar class can increase one’s self efficacy. Particularly true if person being observed is similar to oneself.

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15
Q

Building Self Efficacy: Verbal Persuasion

A

Feedback and encouragement from GFI’s.

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16
Q

Building Self Efficacy: Physiological state appraisals

A

Participants experience emotional arousal, pain, or fatigue. may lead to judgements about their ability to participate successfully. Help participants evaluate appraisals of their physiological states to create positive interpretations. Teach people to appropriately identify muscle fatigue, soreness, and tiredness, as well as implications of these states.

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17
Q

Building Self Efficacy: Emotional state and mood appraisals

A

Negative mood states and emotional beliefs associated with exercise reduce self efficacy and lower levels of participation. Give encouraging coaching cues, and tailoring group exercise experiences that are sufficiently challenging, yet simply mastered contribute to elevated moods and positive emotional states.

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18
Q

Building Self Efficacy: Imaginal experiences

A

Understand a person’s preconceived notion of what exercise will be like.

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19
Q

Self Determination Theory: Autonomy

A

The participant is the expert on themself, and lasting change will happen only when the individual is ready and has decided that it should.

20
Q

Self Determination Theory: Competence

A

The self-perception that a person can successfully perform a task

21
Q

Self Determination Theory: Relatedness

A

Sense of belonging and connection with others.

22
Q

ACE RRAMP APPROACH: R- Respect

A

Each class participant feels valued

23
Q

ACE RRAMP APPROACH: R- Recognition

A

Effort and improvement are prioritized and honored

24
Q

ACE RRAMP APPROACH: A- Alignment

A

Cooperation is fostered and valued

25
Q

ACE RRAMP APPROACH: M- Mistakes

A

Mistakes are a part of learning

26
Q

ACE RRAMP APPROACH: P- Participant

A

Each person’s uniqueness contributes to the overall experience that cannot be replicated

27
Q

SMART Goal Setting

A

Specific, Measurable, Attainable, Relevant, Time Bound

28
Q

Fitness Indicators for SMART goal setting: Emotional Health Indicators

A

Participants may have measurable improvements in mood, energy level, and sleep quality, and fewer feelings of stress and irritability following exercise.

29
Q

Fitness Indicators for SMART goal setting:
Resting Heart Rate

A

Individuals new to exercise often experience a decrease in resting heart rate after a few months of regular exercise participation.

30
Q

Fitness Indicators for SMART goal setting:
Heart Rate at a given submaximal workload

A

Participants are likely to experience a decrease in exercise heart rate during exercise performed at a standard workload after several weeks of consistent training

31
Q

Fitness Indicators for SMART goal setting:
Muscular fitness

A

Gains in muscular fitness occur quickly during the first few months of an exericse porgram.

32
Q

Fitness Indicators for SMART goal setting:
Cardiorespiratory Fitness

A

Measuring cardiorespiratory fitness improvements usually yields positive results if participants have been performing cardiorespiratory exercise for several weeks

33
Q

Fitness Indicators for SMART goal setting:
Flexibility

A

Flexibility is very slow to improve and should only be included as a goal if regular stretching or range of motion exercise is taking place

34
Q

Fitness Indicators for SMART goal setting:
Balance

A

Balance measures show the most improvement for adults participating in some sort of balance training program.

35
Q

Fitness Indicators for SMART goal setting:
Skill level

A

Skill related improvements can be measured via specific tests or based on activity/game performance

36
Q

Fitness Indicators for SMART goal setting:
Medical indicators, such as resting blood pressure, blood lipid levels, or blood sugar levels

A

They should have these measures taken at regular intervals as established by their healthcare providers. These variables may be affected by many other factors, which should be taken into consideration.

37
Q

Fitness Indicators for SMART goal setting:
Body Weight

A

Easily measured by a poor indicator of body composition changes. May remain unchanged even though positive changes in body composition are occuring.

38
Q

Fitness Indicators for SMART goal setting:
Body Size

A

Body composition changes may still lead to a change in body size.

39
Q

Fitness Indicators for SMART goal setting:
Body Composition

A

The same test should be used consistently.

40
Q

Common Cognitive Distortions: Jumping to conclusions

A

Mind reading, imagining we know what others are thinking without evidence to support presumptions. Fortune telling, arbitrarily predicting the future and assuming it will turn out badly.

41
Q

Common Cognitive Distortions: Magnification (Catastrophizing) or Minimization

A

Blowing things out of proportion or inappropriately shrinking something to make it seem less important.

42
Q

Common Cognitive Distortions: Labeling

A

Assigning labels to ourselves or other people

43
Q

Common Cognitive Distortions: Overgeneralizing

A

Seeing one single event as a never-ending pattern or defeat or disappointment

44
Q
A
45
Q

Common Cognitive Distortions: All or Nothing Thinking

A

Sometimes called “black and white thinking”

46
Q

Common Cognitive Distortions: Personalization and Blame

A

Blaming yourself or taking responsibility for something that was not completely your fault, conversely, blaming other people for something that was your fault.

ACE (14 decks)

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